ABSTRACT
Chapter 10 addresses both student performance assessment—that is, ways in which immersion and dual language (ImDL) teachers can assess students’ content learning and language use and development with performance tasks—and teacher performance assessment. It describes various assessment-related concepts (such as differences between formative and summative assessment and between checklists and rubrics). The chapter emphasizes and takes readers through the process of developing a modified Integrated Performance Assessment, which is an approach to summative assessment involving three inter-related performance tasks. The process of developing such an assessment is illustrated with a detailed, teacher-developed example found in the Appendices. The chapter culminates with a description of teacher performance assessment and introduces a comprehensive, ImDL-specific teacher self-assessment tool (available in the Appendices) that can be used by individual teachers or as a professional development tool in ImDL programs.
